The effects of teaching motivation, teaching perceptions and professional identity on career choice satisfaction among pre-service preschool teachers in Fujian province of China
<p>In light of the severe attrition of rural preschool teachers in China, there is a growing</p><p>concern regarding the career choice satisfaction of pre-service preschool teachers in</p><p>local universities of China under the G...
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| Format: | thesis |
| Language: | eng |
| Published: |
2023
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10567 |
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| Summary: | <p>In light of the severe attrition of rural preschool teachers in China, there is a growing</p><p>concern regarding the career choice satisfaction of pre-service preschool teachers in</p><p>local universities of China under the Government-funded Teacher Education Policy</p><p>(hereinafter referred to as PPTGFTEPLUC). This study aims to investigate the effects</p><p>of teaching motivation, perceptions about teaching, and professional identity on the</p><p>career choice satisfaction of PPTGFTEPLUC. This study extends the model of</p><p>Factors Influencing Teaching Choice (FIT-Choice Scale). It empirically examines the</p><p>effects of each dimension of teaching motivation and perceptions about teaching on</p><p>career choice satisfaction and the mediating effect of professional identity. Mixed</p><p>methods were employed in this study to validate the proposed framework, and</p><p>qualitative data supported quantitative data interpretation. Employing a stratified</p><p>sampling technique, data gathered from a sample of 508 pre-service preschool</p><p>teachers through the web survey method were analyzed using SPSS 22 and SmartPLS</p><p>3.3.9. Three instruments employed were the Factors Influencing Teaching Choice</p><p>Scale, Student Teacher Professional Identity Scale, and teacher interest Scale.</p><p>Descriptive analysis and inferential analysis were used to analyze the data. The</p><p>findings showed that perceived teaching abilities (PTA) (p=0.017<0.05), personal</p><p>utility value (PUV) (p=0.001<0.05), teacher interest (TI) (p=0.041<0.05), task</p><p>demand (TD) (p=0.026<0.05) and professional identity (PI) (p=0.000<0.05),</p><p>significantly have positive influence on career choice satisfaction (CCS), while</p><p>fallback career (FC) significantly, has negative effects on career choice satisfaction</p><p>(CCS) (p=0.042<0.05). In addition, the result showed that professional identity (PI)</p><p>(p=0.048<0.05) is a complete mediator in the relationship between socialisation</p><p>influences (SNI) and career choice satisfaction (CCS). Professional identity (PI)</p><p>(p=0.000<0.05) is a partial mediator in the relationship between teacher interest (TI)</p><p>and career choice satisfaction(CCS), and it is also a partial mediator in the</p><p>relationship between task return (TR) and career choice satisfaction</p><p>(CCS)(p=0.000<0.05). Thus, the implication of this study provides empirical evidence</p><p>for the collective effects of teaching motivation, perceptions about teaching and</p><p>professional identity, and the independent effects of each dimension of TM, PT.</p><p>Building upon the present study's findings, future research could explore additional</p><p>factors influencing career choice satisfaction among PPTGFTEPLUC. Moreover,</p><p>longitudinal studies could be conducted to investigate how these variables evolve and</p><p>interact over time, providing valuable insights into the dynamic nature of career</p><p>choice satisfaction in the context of pre-service preschool teachers.</p> |
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